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rement-driven instruction, systemic validity and consequentialaspect of construct validity. “Washback is frequently used to refer to the effects of tests onteaching and learning” whereas “impact refers to any of the effects that a test may have onindividuals, policies or practices, within the classroom, the school, the educational system, orsociety as a whole”(Wall, 1997:291). Other terms have also been created in general education.A synonym of “washback” is “backwash” (Hughes, 1989). It is commonly considered that“backwash” is a favored term in general education literature while in language educationthere seems to be a pReference for the term of “washback” (Qi Luxia, 2004). Madaus (1988)used the term “curricular alignment” to refer to notion that curriculum is modified accordingto the test results. Curricular alignment has essentially negative connotations andmeasurement-driven instruction has essentially positive connotations (Hamp-Lyon 1997:295).Frederiksen & Collins (1989) introduced the concept of “systemic validity” to imply thatauthentic and direct performance test are likely to be “systemically valid”. And“consequential aspect of construct validity” is also created (Linn, 1998; Messick, 1989, 1996).The term “washback” is adopted by the author, which will be used throughout the thesis. Theterm “washback” in the present thesis indicates the influence of test on teaching and learningfor the sake of predominance of these two aspects in the setting of the study and facility inconducting the investigation.There are numerous definitions of washback and it is widely assumed to exist. Manylinguists abroad (Buck, 1988; Hughes, 1989; Shohamy, 1992; Alderson & Wall, 1993;Prodromou, 1995; Bachman & Palmer, 1996; Messick, 1996) have made the effort to definewashback in their work (see Table 2.1).
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2.2 Classifications of Washback
As powerful determiner in EFL Classrooms, though the concept of washback itself isneutral in nature, neither intrinsically positive nor negative, yet most real tests have bothpositive and negative results (Heaton, 1988; Hughes, 1989; Bachman & Palmer, 1996). Someresearchers (Morrow, 1986; Fredericksen & Collins, 1989) even suggest that a test’s validityshould be measured by the degrees to which it has a beneficial impact on teaching.Quality language tests exert positive effects on both teaching and learning a manner ofdiagnosis, motivation and correction (Heaton, 1988; Hughes, 1989; Bachman & Palmer,1996). Good language tests can help both teachers and students to diagnose the effectives oflearning and instructions; some periodic evaluation may motivate learning with a sense ofachievement; learning can be enhanced by students’ growing awareness of their objectivesand areas of emphasis in the courses. Language tests can be supportive of good teaching andmay exert corrective influence on bad teaching. Good testing feedback may confirm goodteaching and help the teachers to locate teaching problems and make remedial work in thefuture.
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Chapter Three Research Design ....... 12
3.1 Research Questions ...... 12
3.2 Research Design..... 12
3.3 Subjects ...... 14
3.4 Instruments ....... 16
3.4.1 Interview....... 16
3.4.2 Classroom Observation ........ 17
3.4.3 Questionnaire ..... 18
3.5 Data Collecting Procedures...... 19
Chapter Four Results and Discussion .... 21
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